BASIC EDUCATION TEACHER TRAINING: POLICIES AND DIRECTIONS BASED ON THE 2002, 2015, 2019 AND 2024 GUIDELINES

POLÍTICAS E DIRECIONAMENTOS A PARTIR DAS DIRETRIZES DE 2002, 2015, 2019 E 2024

Abstract

The proposal of the WG “Teacher Training: Policies and Methodological Guidelines” was based on part of an ongoing research project, which comprises an analysis of normative documents for the construction of a doctoral thesis, in the Graduate Program in Education, at URI/Frederico Westphalen, along with the line of research in “Public Policies and Education Management”. The work aims to analyze the theses defended based on the approval of the National Curricular Guidelines for the Training of Basic Education Teachers, approved in 2002, 2015, 2019 and 2024. In this essay, we seek to analyze the concepts that these documents establish for teacher training, supported by the purpose of studying the regulations approved in the 21st century, to understand the objectives proposed by these regulations. Although they require further study, we have already been able to perceive the movement that all the Guidelines present in the need to qualify teacher training, with principles and intentions that differ, according to the historical moment in which they were constructed, about the vision of education and teacher training. It became clear in the study that, at times, the texts complement each other, at others, they distance themselves almost radically, governed mainly by social, economic, ideological, cultural and political issues of the moment in which they were created. We understand that the historical moment has been decisive in the change of educational policies.